MA Degree Program in Educational Foundations, Policy, and Practice (EFPP is a concentration in Social, Multicultural, and Bilingual Foundations and Education Program) Major Code EFPP
Description
The Concentration in Educational Foundations, Policy and Practice (EFPP) of the School of Education at the University of Colorado at Boulder, offers an outstanding faculty and program devoted to the critical examination of the relationships between education, society, and government, with special emphasis on problems of race, gender, social class, and multiculturalism. The program stresses analysis and evaluation of educational theory, practice, and policy, by drawing on history, philosophy and the social sciences. Its foundation is critical scholarship, which examines educational institutions within broad social, political, cultural, legal, and economic contexts in the United States. Program faculty offer courses in social, cultural, historical, and philosophical foundations; policy analysis; evaluation; and curriculum theory. Additional related courses are available in other programs of the School of Education and in other departments of the University. The program is designed to train scholars, teachers, evaluators, and policy analysts for careers in academic institutions and agencies at the local, state and federal levels.
Requirements for Admission
Admission decisions are based on multiple criteria, including undergraduate academic record, letters of recommendation, and evidence of special accomplishments (e.g., exemplary performance in school practice and educational reform or research and scholarly papers), and relevant past experience. The criteria are considered in the aggregate. Congruence between program and student goals is also an important consideration.
- Minimum 2.75 undergraduate grade point average (GPA), and in all previous coursework in Education.
- Minimum 3.00 post-baccalaureate GPA.
Course Work Requirements
A minimum of 30 semester hours of course work beyond the bachelor’s degree is required for the MA degree.
| Foundations |
| 12 Hrs |
Courses selected from graduate level Education courses in Culture and Ethnography, Curriculum Theories, Educational Policy, Ethics in Education, Gender Issues in Education, History of Education, Law and Policy, Philosophy of American Education, Sociology of Education, and Theoretical Issues in Policy (note that EDUC 5005, Social Foundations of Education, is reserved for students in other programs who are pursuing a teaching certificate). |
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| Relevant Disciplines Outside the School of
Education |
| 3-6 Hrs |
Courses selected with advisor approval from graduate level courses in relevant disciplines outside the School of Education (e.g., 4000-level or higher courses in the Departments of Anthropology, Economics, History, Philosophy, Political Science, or Sociology). |
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| Educational Research |
| 6 Hrs |
Ordinarily entering master’s level students will take Basic Statistical Methods and Introduction to Disciplined Inquiry to meet this requirement. Those who have already taken one or more comparable courses can adjust their course of study accordingly. |
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| Electives |
| 4-9 Hrs |
Students elect the remaining 4-9 hours in consultation with their advisors, depending on the credit distribution in the above categories and the comprehensive examination choice (see Comprehensive Examination Guidelines). |
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Experience Requirement
Students who have no previous experience working as professional educators or researchers in U.S. schools must also obtain some appropriate school experience. Students will be required to spend a minimum of 25 hours in U.S. schools or another relevant educational setting. This should be arranged with the student’s advisor.
Comprehensive Examination
Please see the detailed EFPP MA Comprehensive Examination Guidelines.
Degree Plan Advisor Checklist
MA EFPP Degree Plan
Application Materials
Persons interested in this program must seek admission to the Graduate School of the University of Colorado at Boulder. Application materials may be obtained online at www.Colorado.edu/Education or in the Office of Student Services, School of Education, Education 151, 249 UCB, Boulder, CO 80309-0249, telephone 303-492-6555.
Other Documents You Should Consult
Deadlines for Application
The following are the deadlines for submitting complete application materials. Any applications completed after the deadline will be processed only if program openings still exist:
- Summer Term and Fall Semester — February 1
- Spring Semester — September 1
Application Information for Graduates
General CU Graduate Information
Online Course Catalog
Current Course Offerings
Program Advisors
Rubén Donato,
Professor and Program Chair, (Ph.D. Stanford University) 303-492-7946; email: Ruben.Donato@Colorado.edu.
Specialist in history of American education. Publications include The Other Struggle for Equal Schools: Mexican Americans During the Civil Rights Era and Mexicans and Hispanos in Colorado Schools and Communities, 1920-1960, both with SUNY Press. He is also author of various articles that range from “Promoting the Success of Latino Language-Minority Students, Harvard Educational Review (with Tamara Lucus and Rosemary Henze) and “Unmasking the Rezoning Process” (with Bradley Bartels), Latino Studies. Professor Donato was a National Academy of Education Spencer Fellow, Division F Chair, History and Historiography for the American Educational Research Association, and recipient of the 2007 American Educational Studies “Critics Choice” award for his recent book.
Margaret A. Eisenhart,
University Distinguished Professor, (Ph.D. Anthropology, University of North Carolina, Chapel Hill) 303-492-8583; email: Margaret.Eisenhart@Colorado.edu.
Specialist in educational anthropology, ethnographic research in education, and women’s studies. Major publications include: Educated in romance: Women, achievement and college culture (with Dorothy Holland, 1990, University of Chicago Press); Designing classroom research (with Hilda Borko, 1993, Allyn & Bacon Publications); and Women’s science: Learning and succeeding from the margins) with Liza Finkel, 1998, University of Chicago Press). She was the 2001 recipient of the Elizabeth Gee Lectureship Award for outstanding contributions to research, teaching, and service for women and the 2003-04 recipient of the University’s Distinguished Research Lectureship, which recognizes outstanding contributions to the field and to the University of Colorado. Dr. Eisenhart holds the Bob and Judy Charles Chair of Education.
Ernest R. House, Professor Emeritus (Ed.D. Education, University of Illinois).
Kenneth R. Howe,
Professor, (Ph.D. Philosophy, Michigan State University) 303-492-7229; e-mail: Ken.Howe@Colorado.edu.
Specialist in philosophy of education and educational ethics, research, and policy analysis. Professor Howe has conducted research and published articles on a variety of topics, ranging from the quantitative/qualitative debate to a philosophical examination of constructivism to a defense of multicultural education. His recent research has focused on education policy analysis, particularly school choice, and the controversies surrounding the nature of scientific research in education. His books include the Ethics of Special Education (with Ofelia Miramontes), Understanding Equal Educational Opportunity: Social Justice, Democracy and Schooling, Values in Evaluation and Social Research (with Ernest House), and Closing Methodological Divides: Toward Democratic Educational Research. Professor Howe teaches courses in the social foundations of education, the philosophy of education, and philosophical issues in educational research.
Margaret D. LeCompte, Professor Emerita, (Ph.D. Comparative and International Education, University of Chicago); email Margaret.LeCompte@Colorado.edu.
Daniel P. Liston,
Professor, (Ph.D. Curriculum and Instruction, University of Wisconsin) 303-492-8934; email Dan.Liston@Colorado.edu.
Specialist in critical studies of education, curriculum theory, and teacher education. Current work focused on the role of reason and emotion in teaching and learning. Recent books include Teaching, Learning, and Loving (edited with Jim Garrison) and Love and Despair in Teaching (in progress). Appointed Director (Spring 2003) Colorado Courage to Teach; a professional development and revitalization program focused on renewing and sustaining teachers’ professional lives. Previous work includes Capitalist Schools: Explanation and Ethics in Radical Studies of Education, Teacher Education and the Social Context of Schooling) with K. Zeichner), Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform) with L. Beyer, and other works and articles examining radical theories of education and programs of teacher education.
Linda Mizell, Assistant Professor, (Ed.D. Education, Harvard Graduate School of Education) 303-492-5785; email Linda.Mizell@Colorado.edu.
Specialist in history of U.S. education and multicultural, anti-racist education. Publications include Think About Racism, “Reflections of a ‘Deseg’ Baby,” Rethinking Schools, “Horace Had It Right: The Stakes Are Still High For Students of Color,” in Racial Profiling and Punishment in U.S. Public Schools: How Zero Tolerance Policies and High Stakes Testing Subvert Academic Excellence and Racial Equality, Tammy Johnson, Jennifer Emiko Boyden, and William J. Pittz (Eds.), and “Exploring Primary Sources: The Ideal of Liberty and the Reality of Slavery,” Social Education.
Michele S. Moses,
Professor, (Ph.D. Education, University of Colorado at Boulder) 303-492-8280; email Michele.Moses@Colorado.edu.
Specialist in education policy; philosophy of education; and issues of race, class, and gender. Publications include Embracing Race: Why We Need Race-Conscious Education Policy (Teachers College Press); Hijacking Education Policy Decisions: Ballot Initiatives and the Case of Affirmative Action (with Lauren Saenz, Harvard Educational Review); Toward a Deeper Understanding of the Diversity Rationale (with Mitchell J. Chang, Educational Researcher); Contested Ideals: Understanding Moral Disagreements over Education Policy (Journal of Social Philosophy); and Affirmative Action and the Creation of More Favorable Contexts of Choice (American Educational Research Journal).
Kevin G. Welner, Professor, (Ph.D. Education, UCLA; J.D. UCLA) 303-492-8370; email Kevin.Welner@Colorado.edu.
Specialist in policy, law and program evaluation with a focus on equity issues, and director of the Education and the Public Interest Center (EPIC). His books include Legal Rights, Local Wrongs: When Community Control Collides with Educational Equity (SUNY Press); NeoVouchers: The Emergence of Tuition Tax Credits for Private Schooling (Rowman & Littlefield); and Education Policy and Law: Current Issues (Information Age Publishing, with Wendy Chi).
For more information, contact
Dr. Rubén Donato, Program Chair, Education 340, 303-492-7946, Ruben.Donato@colorado.edu.
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